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Powerpoint presentation sbm-apat

  1. 1. SESSION 0IN UNISON… LET’S GO!
  2. 2. ACTIVITY1. Visualize your dream asRegional/ Division SBMCoordinating Team.2. Describe your Team through ayell that could explain yourdrawing.3. Yell as you post your drawing onthe corresponding area (actionblocks) for your Team.10 minutes
  3. 3. Union of Minds and Hearts1. What do you expect to learn from thistraining program? (yellow)2. What do you expect from thefacilitators?(green)3. What do you expect from your co-participants ? (pink)4. What do you commit for the success of thetraining? (light yellow)
  4. 4. RULES IN VISUALIZATIONOne Idea-One CardUse a Maximum of 2-3 linesUse Capital or Small Letters
  5. 5. RULES IN VISUALIZATIONWrite legiblyTake an outsider’sperspective
  6. 6. Union of Minds and Hearts1. What do you expect to learn from this trainingprogram? (yellow)2. What do you expect from the facilitators ?(green)3. What do you expect from your co-participants ? (pink)4. What do you commit for the success of thetraining? (blue)
  7. 7. LET’S TAKE IN!HOUSE RULES
  8. 8. LET’S SERVE!HOSTING ASSIGNMENT :Group 1 : Day 1 pmGroup 2 & 3: Day 2 amGroup 4: Day 2 pmGroup 5 & 6: Day 3 amGroup 7, 8 & 9: Closing ProgramHOST TO PREPARE:Prayer Attendance CheckNationalistic Song Energizer
  9. 9. COURSE OBJECTIVES Gain in-depth knowledge on theimplementing guidelines of the revised SBMand SBM-PASBE operational framework; Get oriented on the revised SBMassessment process and tool; and Perform simulation activity on the user ofDOD (Document analysis, Observation, andDiscussion) process and scoring system.
  10. 10. WHATS INSTORE FOR US?Session 1 – Introduction to ACCESSand Revised SBM FrameworkSession 2 – The Revised SBM-PASBEFrameworkSession 3 – The Revised AssessmentToolSession 4 – The SBM Assessment andValidation ProcessDAY 1: February 6, 2013
  11. 11. WHATS INSTORE FOR US?D-O-D: Validating System and ProcessWS No. 1 – Preparation for SimulationActivity on SBM Assessment andValidation ProcessPresentation/ Simulation Activity byGroupSession 5 – PASBE (What, Why andHow’s)DAY 2: February 7, 2013Feedback and Insights of SimulationExercise
  12. 12. WHATS INSTORE FOR US?Input & Workshop No. 2 – Division M &E and Reporting PlanPresentation of OutputsInput & Workshop No. 3 – DivisionPlanning for EffectiveAdvocacy and DisseminationContinuation of Workshop No. 3Clearing House EvaluationDAY 3: February 8, 2013Presentation of PlanClosing Program
  13. 13. COURSE OUTPUTSGroup: 1. 2. 3. …
  14. 14. Let’s have a Journey!
  15. 15. SESSION 1INTRODUCTION TO ACCESs ANDREVISED SBM FRAMEWORK
  16. 16. OBJECTIVES1. Get oriented on the philosophy of ACCES.2. Explain the principles of ACCES asstandard in every programs and projects ofthe department.3. Explain the harmonized principles ofACCESs with the SBM standards.
  17. 17. ACTIVITY : 10 MINUTESGroup Task:1. Write your general assessment and visionabout SBM considering areas onleadership and stakeholders with thefollowing color coding (10 minutes )SBM yesterday : blueSBM today : whiteSBM tomorrow : yellow2. Report your group output
  18. 18. ANALYSIS :Questions :1. What are the similarities and differences inthe responses of the 8 groups ?Yesterday ? - Today ? - Tomorrow ?2. Are your responses on SBM yesterdaysimilar or different with SBM today &tomorrow ? Why ?3. What insights did you gain from the activity?
  19. 19. Strengthening the Practice of School-Based Management
  20. 20.  It started from a need of a harmonizingpolicy or statement that will guide reforminitiatives Then, a necessity to flesh-out a paradigmthat will drive behavior and performancemeasures Ultimately, a demand to operationalizeand bring to reality the aspirations of RA9155
  21. 21.  Articulate the mandate of RA 9155 Clarify roles and accountabilities per levelof governance Broaden the role of community ineducation management and delivery toemphasize “stewardship” Emphasize centrality of learners andlearner’s outcome Guide program development andevaluation
  22. 22.  ACCESs provides clarity for BESRA to streamlineand identify priorities BESRA is the package of policy reforms; ACCESsis a policy or statement thatconcretize/operationalize the policy reforms
  23. 23. PHILOSOPHY APPROACH Belief and value that theDepartment espouses Concept of an ideal state Guide to strategic and day-to-day affairs Culture among stakeholders Method or process ofservice delivery Measure to examineconsistency of policy,program, project oractivity vis-à-vis thrust &mandate Guide to examinerelevance & value of allother policies, programs,projects
  24. 24. Child (Learner)-CenteredA concept derived from the framework of rights based educationthat is characterized as: “inclusive, healthy and protective for allchildren, effective with children, and involved with families andcommunities – and children”Community-CenteredMandate derived from RA9155, EFA National Plan and BESRACommunity as source of strategic thrust, crucial resources forlearning, curriculum developmentCommunity as “rights-bearer” of rights to education
  25. 25. Child(Learner)-Centered Community-CenteredLearning-focusedDevelopmental-stageappropriateGender & culture-sensitiveEnvironmentally (physical,emotional, psychosocial)safeAccessible regardless ofgender, race, culture, social& economic statusShared vision & missionShared decision-making &governanceCollaborationCommunity ownershipAutonomyAccountabilityTransparency
  26. 26. COMMUNITY-CENTEREDCollaborationShared Governance AutonomyTransparency OwnershipShared V/M AccountabilityGender and culturalsensitivityAccessibleDevelopment appropriate Environmentally safeCHILD (LEARNER) -CENTEREDLearning-oriented and Learner-focusedCentralRegionalDivisionDistrictLGUsNGOsPrivateSectorCommunitySUPPLYDEMAND
  27. 27. SBM CONCEPTUAL FRAMEWORKLeadershipandGovernanceCurriculumand Learning(K to 12)VMGMonitorFunctionally-LiterateCitizenResourceManagementAccountabilityandContinuousImprovementBESRAThrusts, NCBTS, ECE, ALS, etc.CENTRAL, REGION, DIVISION
  28. 28. A framework to advance thephilosophy of shared governance ofeducation and to ensure a strongculture of effective leadership &management in the provision ofbasic education
  29. 29.  Network of leadership Learner-centered and context-based learningsystems and processes Transparent and community developedaccountability system Mutually reinforcing and harnessing educationtargeted resource management
  30. 30. 1. Re-creating school (learning community) systemsinto community-based and learner-centered2. Re-engineering the system through participatoryplanning and “demand-driven” monitoring andevaluation3. Linking planning and budget processes withappropriate LGU and other local participationplatforms of each governance level4. Strengthening accountability system byleveraging on the involvement of the “demand-side” of education
  31. 31.  Paradigm shift From the old practice of “bean-counting”documents to strengthening systems andprocesses From tokenism to genuine participation From contrived practices to evolvingrelationships From mere compliance to conscious effort ofdoing things right From a mere strategy to a way of life in school Systems-thinking and systems-orientation Focus efforts on achievement of the twinoutcomes:
  32. 32.  Organize your team (First WHO, then WHAT) Level off and set performance contract Plan and strategize to advocate Initiate dialogue with LGUs, private sector,NGOs and PTA Spot a champion (maybe a team)
  33. 33.  Check your realities and negotiate goals andtargets with stakeholders Train, coach and support team ID problem areas and prioritize Listen and collect information stakeholders Invest time on working for commonunderstanding and shared goals
  34. 34. ACTIVITY : 5 MINUTESIndividual Task1. Write your commitment by completing thefollowing lines;Today :I realizedthat_________________________I planto______________________________I promise
  35. 35. “ Consider the future of a bird placed on yourpalm. Close your palm and the bird will die.Open it and the bird will fly and be set free.The life of the bird lies in your hand. Thesame is true with your dream and vision ofthe schools of the future in your respectivedivision ---- schools delivering the qualitybasic education through the philosophy ofACCESS. It all lies in you “
  36. 36. THANK YOU !!!
  37. 37. SESSION 2REVISED SBM-PASBEFRAMEWORK
  38. 38. SBM CONCEPTUAL FRAMEWORKLeadershipandGovernanceCurriculumand Learning(K to 12)VMGMonitorFunctionally-LiterateCitizenResourceManagementAccountabilityandContinuousImprovementBESRAThrusts, NCBTS, ECE, ALS, etc.CENTRAL, REGION, DIVISION
  39. 39. OBJECTIVES1. Discuss the key components of SBM-PASBE operational Framework2. Gain an in-depth understanding on howSBM and school accreditation relates eachother.
  40. 40. ACTIVITY : 10 MINUTES1. Given the framework :a. List down the key components presented inthe frameworkb. List down at least 2 descriptions abouteach componentKEY COMPONENTS DESCRIPTIONS2. Report your group output
  41. 41. ANALYSISQUESTIONS :1. What are the key components presented inthe SBM-PASBE framework?2. What are the guiding principles of theassessment system?3. What are the levels indicate ?4. How are these levels relate to accreditation?5. What insights have you gained from theexercise?
  42. 42. THE SBM-PASBE OPERATIONAL FRAMEWORKAccreditation StatusLeadership andGovernanceManagement andResourcesAccountability andContinuousImprovementCurriculum andLearningAutonomous(Re-accreditedStatusAccredited(initial accreditation)Candidate StatusLevel IIIAdvanced (Accredited)Level II(Maturing)Level I(Developing)
  43. 43. GUIDING PRINCIPLES OF ASSESSMENT SYSTEM Leadership Curriculum and Learning Accountability and continuous Improvement Management of Resources
  44. 44. ACCESS PRINCIPLES1. Leadership and Governance A network of leadership that provides thevision and direction to the education systemmaking it relevant and responsive to thecontexts of diverse communities It is also about nourishing sustainablepartnerships to harness education goalsand resources
  45. 45. ACCESS PRINCIPLES2. Curriculum and Learning The learning systems collaborativelydeveloped and continuously improved,anchored on the community and learners’contexts and aspirations
  46. 46. ACCESS PRINCIPLES3. Accountability and continuous improvement A clear, transparent, inclusive andresponsive accountability system is in place,collaboratively developed by communitystakeholders, which monitors expected andactual performance, continually addressesthe gaps, and ensures a venue for feedbackand redress.
  47. 47. ACCESS PRINCIPLES4. Management of Resources Resources are collectively and judiciouslymobilized and managed with transparency,effectiveness and efficiency.
  48. 48. SBM LEVEL OF PRACTICE & SCHOOLACCREDITATION Advanced level - is a candidacy foraccreditation- To be accredited a school must showsufficient & compelling evidence that it isachieving its avowed purposes, conformingwith PASBE standards, and implementing therecommendations of the NationalAccreditation Board (NAB)
  49. 49. ACTIVITY : INDIVIDUAL TASKOn your journal : Write down realization about SBM-PASBEoperations
  50. 50. “The goal of every school is successfullearning for all learners. The integrity of aschool rests on how well it is achieving itsgoal, hence, goal achievement is a primaryconsideration in accrediting a school “PASBE Assumption
  51. 51. THANK YOU !!!
  52. 52. SBM ASSESSMENT VALIDATING SYSTEMAND PROCESSSESSION 5
  53. 53. OBJECTIVES1. Perform simulation activity using the D-O-D validating system and process2. Formulate doable/realistic steps in DODprocess BEFORE, DURING AND AFTERSBM Assessment and Validation Proces .3. Enhance KSAs in the use of D-O-Dprocess in validating SBM level of Practices
  54. 54. ACTIVITY : 5 MINUTES PER TEAM1. Perform simulation activity using DODprocess validation BEFORE, DURING andAFTER2. List down common steps followed , do’sand dont’s that you observed in theprocess2. Report your group output
  55. 55. ANALYSISQuestions :1. What are the common steps followed byall teams before, during and after theconduct of validating process?2. What are the common do’s and dont’s thatthe team observed during the process?3.What insights did you gain from yourexperience ?
  56. 56. DIVISION LEVEL: ( BEFORE VP)1. Meeting at the Division Office whichinvolves SDS, ASDS, SBM Coordinator, andSBM Task Force• Composition of Team Leaders/members perPrinciple of ACCESso Leadership and Governanceo Curriculum and Learningo Accountability and Continuous Improvemento Management of Resources
  57. 57. • Preparation of Agenda (who are toattend/stakeholders, schedule of visit,documents to assess)• Identify the assessment method to be used.• Review of the Assessment Manual and the DODProcess2. Preparation and issuance of Memorandumabout the orientation and briefing to be doneDIVISION LEVEL: ( BeforeVP )
  58. 58. 3. Orientation/Briefing with Stakeholders• Explanation of the following:o Rationaleo Processo Requirementso Rules on validating level of practice• To be done by the team leaders of eachPrinciple of ACCESs• Open ForumDIVISION LEVEL: ( BeforeVP )
  59. 59. STEP BY STEP GUIDE IN CONDUCTING DOD1. Conduct a courtesy call to the principal.2. Scrutinize data presented based on RACS(Relevance, Accuracy, Currency, Sufficiency)4. Each sub-committee will observe, interview anddiscuss on the data gathered5. Convene to derive at a consensus on the schoolSBM Level of Practice.SCHOOL LEVEL : ( DURINGVP )
  60. 60. SAMPLE AGENDASBM ASSESSMENT VALIDATION PROCESSDate: ________________School to bevisited:____________________________________________________Time Day 1 Time Day 28:00 am – 8:15 am Assembly of theAssessment Teammembers8:00 am – 8:15 am Courtesy call withSH andstakeholders8:15 am – 8:45 am Travel 8:15 am – 12:00pmObservation8:45 am – 9:00 am Courtesy call withSH andstakeholders1:00 pm – 3:00 pm Discussion9:00 am – 5:00 pm Documentation 3:00 pm – 5:00 pm Exit Conference
  61. 61. DO’S ON DOD1. Start giving comments andsuggestions in a positive way to boostthe morale of the school personnel2. Be friendly and be honest in givingcomments and findings during theinterview to encourage / facilitate opencommunication and develop a feelingof trust
  62. 62. DO’S ON DOD3. Protect the confidentiality of theassessment result because everyschool has its own uniqueness and tosustain the credibility and integrity ofthe school4. Concentrate on the assessmentbusiness to see the real essence of theassessment
  63. 63. DO’S ON DOD5. Be professional and courteousenough in conducting interview toestablish rapport with the schoolcommunity.
  64. 64. DONT’S ON DOD1. Interviews must not beconfrontational not to intimidate orthreaten the school personnel2. Never be a fault finder. The schoolcommunity might loose their self –esteem.
  65. 65. PROTOCOL ON REPORTS, BEHAVIORAND CONFIDENTIALITY INCONDUCTING VALIDATIONDEBRIEFING
  66. 66. 1. The Secretary of the ValidationTeam shall consolidate all Sub-teams’ Assessment Reports andprepare a final report for the exitconference.2. Assessment results unlessvalidated are not official, hence,shall not be divulged.
  67. 67. 3. Findings of the Validation Team shallbe handled and communicatedjudiciously, i.e., right people, rightplace, right time.4. Courtesy shall be accorded to allstakeholders at all times.
  68. 68. ACTIVITYFinalize steps to be followed before, duringand after validation process
  69. 69. “ Where you see validachievements or virtue beingattacked, its by someone viewingthem as a mirror of their owninadequacy instead of an inspiringbeacon for excellence “Vanna Bonta
  70. 70. END !!!
  71. 71. 1. THE FOUR (4) PRINCIPLES WERE ASSIGNEDPERCENTAGE WEIGHTS ON THE BASIS OFTHEIR RELATIVE IMPORTANCE TO THE AIM OFSCHOOL IMPROVED LEARNING OUTCOMESAND SCHOOL OPERATIONS);o Leadership and Governance – 30%o Curriculum and Learning – 30%o Accountability and Continuous Improvement – 25%o Management of Resource – 15%
  72. 72. 2. EACH PRINCIPLE HAS SEVERAL INDICATORS.BASED ON THE RESULTS OF THE D-O-D(DOCUMENTS ANALYSIS, OBSERVATION,DISCUSSION), SUMMARIZE THE EVIDENCES ANDARRIVE AT A CONSENSUS, WHAT RATING TOGIVE TO EACH INDICATOR;
  73. 73. 3. RATE THE ITEMS BY CHECKING THEAPPROPRIATE BOXES. THESE ARE THE POINTSEARNED BY THE SCHOOL FOR THE SPECIFICINDICATOR. THE RATING SCALE IS:0 – No evidence1 – Evidence indicates early or preliminary stages ofimplementation2 – Evidence indicates planned practices andprocedures are fully implemented3 – Evidence indicates practices and proceduresatisfy quality standards
  74. 74. 4. ASSEMBLE THE RUBRICS RATEDBY THE RESPONDENTS; EDIT THEMFOR ERRORS LIKE DOUBLE ENTRIESOR INCOMPLETE RESPONSES;
  75. 75. 5. COUNT THE NUMBER OF CHECKMARKS IN EACH INDICATOR ANDRECORD IN THE APPROPRIATE BOXIN THE SUMMARY TABLE FOR THEAREA/STANDARD RATED;
  76. 76. The resulting levels are described as follows:Level I: BEGINNING – Establishing and developing structuresand mechanism with acceptable level and extent of communityparticipation and impact on learning outcomes.Level II: DEVELOPING – Introducing and sustainingcontinuous improvement process that integrates wider communityparticipation and improve significantly performance and learningoutcomes.Level III: ADVANCED (ACCREDITED) – Ensuring theproduction of intended outputs/outcomes and meeting all standardsof a system fully integrated in the local community and is self-renewing and self-sustaining.
  77. 77. SESSION 7PASBE… THE WHAT? WHY ?AND HOW ?
  78. 78. OBJECTIVES1. Gain an in-depth understanding on theWhat, Why and How of PASBE2. Explain the Fitness-for-Purpose model ofaccreditation
  79. 79. ACTIVITY : 5 MINUTES1. List down your idea about accreditation( APPES, sterling Silver)ACCREDITATION SYSTEMWHAT WHY HOWAPPESSTERLINGSILVERPASBE2. Report your group output.
  80. 80. ANALYSIS1. What are the similarities and differences ofthe accreditation programs in terms ofwhat? And why ?2. Do they have the same processes (how)followed in accrediting schools ?3. What insights did you gain in this activity ?
  81. 81. PASBEA certification process that looksinto the essential areas of schooloperations if they conform withquality standards.
  82. 82. PASBE AIMS Provide opportunity to schools withpotential to improve the quality of theirorganizational practices and learningoutcomes through containing selfassessment and peer review Strengthen partnership of DepEd withnational organization of private and publicelem & secondary school heads to facilitateaccreditation of deserving schools
  83. 83. PASBE PROCESSES : Uses the Fitness-for – Purpose model- The accreditation granted depends on thegoodness of fit between what the schoolsays it will be doing ( purpose) and what isactually doing ( practice)-School practices have quality if they meet theexpectation of the internal and externalstakeholders in the community
  84. 84. LEVEL OFPRACTICEENTITLEMENT1/11 PASBEAPPLICATIONentitlementVerificationVisit- NABNAB ACTION ONAPPLICATIONAPPLICATION FORACCREDITATIONFULL ACCREDITATION (3-5)/PROBATIONARY(1-3)NABACTIONTEAM RECOMMVALIDATIONVISITREMEDIATIONREGION/DIVVALIDATION VISITSELFASSESSMENTNOYESYESNODIVISION SBMCAPABILITYYBUILDINGPROGRAMREMEDIATIONSTARTSBM- PASBE QUALITY ASSURANCEFRAMEWORK
  85. 85. PASBE PROCESSES SBM Level III shall be the take-off point forschools to work on being accredited. Theyshall engage in a continual process ofassessment, planning, implementing,monitoring and assessment. The process isguided and assisted by self-study, visit andfollow up.
  86. 86. GUIDING PRINCIPLES respects the independence, uniqueness,and integrity of every school. allows schools to choose their own prioritiesor purposes and adapts the standards set bythe accrediting body to attain the purpose ofits operations. assists performing schools to get and moveup the accreditation level, and at the same,helps self-motivated schools on the lowerlevels, to move to higher levels.
  87. 87. GUIDING PRINCIPLES .encourages cooperation rather thancompetition. Schools are not compared withone another nor evaluated against a singlestandard. In the FFP model, the standardused to evaluate and accredit a school is theextent to which the school achieves its ownpurpose
  88. 88. GUIDING PRINCIPLES helps the school in the continuousimprovement of its practices and learningoutcomes through self-evaluation, self-direction, and peer assistance and providesopportunities for continuous improvement ofpractices/performance through identificationof issues and lessons learned. leads and influences other schools toachieve total learner development.
  89. 89. GUIDING PRINCIPLES helps the school in the continuousimprovement of its practices and learningoutcomes through self-evaluation, self-direction, and peer assistance and providesopportunities for continuous improvement ofpractices/performance through identificationof issues and lessons learned. leads and influences other schools toachieve total learner development.
  90. 90. LEVEL I LEVEL II LEVEL IIIA. For Public and PrivateSchoolsAccredited Status for two (2)yearsPlaque of recognition for theschool by the NABCertificates of Recognition forprincipals, teachers, non-teaching staff and the SGCSH participation in annualconvention of accreditedschoolsA. For Public and PrivateSchoolsAccredited Status for four(4) yearsPlaque of recognition forschool by the NABCertificates of recognitionfor principals, teachers, non-teaching staff and SGCSH participation in annualconvention of accreditedschools (entitled to onevote)Priority in scholarshipswithin the countryA. For Public and Private SchoolsAccredited Status for six (6)yearsPlaque of recognition forschool by the NABCertificates of Recognition forprincipals, teachers, non-teaching staff and SGCSH participation in annualconvention of accreditedschools (entitled to one vote)Priority in scholarships withinand outside the countryUse the logo of theaccreditation body in all theschool correspondenceSchool MarkerFiscal autonomy in managingincome-generating projectswith the revenues kept in theschool’s coffers utilized in itsimprovement efforts
  91. 91. LEVEL I LEVEL II LEVEL IIIB. For Public SchoolsPriority in nationalscholarships (SH, HT,teacher as the case maybe)Provision of instructionalmaterials/equipmentSupport Fund (Php 50,000) as per the SIP/SchoolDevelopment PlanCash benefits (Php 50, 000)from LGUB. For Public SchoolsPriority in nationalscholarship and grants (SH,HT, teacher as the case maybe)Provision of instructionalmaterials/equipmentAllocation of additionalsupplementary books( cash allocation for schools odetermine needed materials)Support Fund (Php 75, 000)as per the SIP/SchoolDevelopment Plan (CO)Cash benefits (Php 75, 000)from CO – MOOE / LGUB. For Public SchoolsPriority in national andinternational scholarship andgrants ((SH, HT, teacher as thecase may be)Provision of instructionalmaterials/equipmentAllocation of additionalsupplementary booksSupport Fund (Php 100, 000)as per the SIP/SchoolDevelopment Plan (CO)Cash benefits (Php 100, 000)from LGUProvision of instructionalequipment and facilities (e.gspeech, science, computerlaboratories)Increase in the allocation ofmaster teacher’s itemsOne step salary increase forprincipal/teachers
  92. 92. LEVEL I LEVEL II LEVEL IIIC. For Private schoolsIncrease thenumber ofGASTPE slots –allocation by 10%from the currentslot – allocationThe Boardrecommends togive teachers’performance bonusof accreditedschoolsMilestone Marker?C. For Private schoolsIncrease in numberof GASTPE slots –allocation by 20%from the current slot– allocationThe Boardrecommends to giveteachers’performance bonusof accredited schoolsMilestone MarkerC. For Private schoolsIncrease in number ofGASTPE slots –allocation by 30%from the current slot– allocationThe Boardrecommends to giveteachers’performance bonusof accredited schools
  93. 93. ACTIVITY : INDIVIDUAL TASK ( 5 MIN)I realized that PASBE is_______________________________________________________________________________________________________________________
  94. 94. “That all schools shall provide quality educationis a Constitutional mandate. Schoolaccreditation is accepted worldwide as amethod of ensuring quality education.Therefore, it is the obligation of all schoolheads to get their schools accredited”PASBE assumptions
  95. 95. THANK YOU !!!
  96. 96. 6. MULTIPLY THE NUMBER OF CHECKMARKS IN EACH COLUMN BY THEPOINTS (1-3);
  97. 97. 7. GET THE AVERAGE RATING FOREACH PRINCIPLE BY DIVIDING THETOTAL SCORE THE NUMBER OFINDICATORS OF THE PRINCIPLE;
  98. 98. 8. RECORD THE AVERAGE RATINGSFOR THE PRINCIPLES IN THESUMMARY TABLE FOR THECOMPUTATION OF THE GENERALAVERAGE;
  99. 99. 9. MULTIPLY THE RATING FOR EACHPRINCIPLE BY ITS PERCENTAGEWEIGHT TO GET THE WEIGHTEDAVERAGE RATING;
  100. 100. 10. TO GET THE TOTAL RATING FORTHE FOUR PRINCIPLES, GET THESUM OF ALL THE WEIGHTEDRATINGS. THE VALUE DERIVED ISTHE SCHOOL RATING BASED ONDOD;
  101. 101. 11. THE LEVEL OF PRACTICE WILLBE COMPUTED BASED ON THECRITERIA BELOW: 60% based on improvement of learningoutcomes; 10% increment : 25 points 20% increment : 50 points 50% increment : 100 points 40% according to the validated practices usingDOD 0.00 to 0.50 : 25 points 0.51 to 1.51: 50 points 1.51 to 2.50 : 75 points 2.51 to 3.00 : 100 points
  102. 102. 12. THE RESULTING SCORE WILL BEINTERPRETED AS:o Level III: 150 - 200 pointso Level II: 149 -100 pointso Level I: 99 and below
  103. 103. DIVISION M & E ANDREPORTING PLAN
  104. 104. PLANNING FOREFFECTIVE ADVOCACYAND DISSEMINATIONSESSION 8
  105. 105. OBJECTIVES1. Identify communication measures / schemesused in disseminating information about a DepEdproject / program2. Formulate an action plan on the conduct of theDivision Orientation-Workshop on the use of therevised SBM Assessment Process and Tool (APAT)
  106. 106. Brigada Eskwela
  107. 107. Early RegistrationDay
  108. 108. ACTIVITY
  109. 109. 1. Identify communication measures/schemes todisseminate the information to all concernedregarding the following programs:Brigada EskwelaEarly RegistrationK to 12 CurriculumEarthquake drill2. The group leader is tasked to facilitate the activityin 10-12 minutes.3. Each group is given 2-3 minutes to report beforethe other groups.ACTIVITY:
  110. 110. ANALYSIS1. What are common among the communicationmeasures/schemes given by the group?2. How do you measure the effectiveness of eachcommunication scheme?3. What have you realized in this activity?4. What do you plan to do to effectivelycommunicate DepEd programs orprojects?
  111. 111. ADVOCACYCAMPAIGN
  112. 112. StrategicSeries of ActionsDesigned to PersuadeTargetedBuild AlliancesResults in Change
  113. 113. ADVOCACY CAMPAIGNSTRATEGICWe mustresearch andplan ourcampaigncarefully
  114. 114. ADVOCACY CAMPAIGNSeries ofActionsit is a set ofcoordinatedactivities
  115. 115. ADVOCACY CAMPAIGN Designed topersuadeto convincepeople that thedesired changeis important
  116. 116. ADVOCACY CAMPAIGN Targetedmust aim ourpersuasion effortsat specific peoplewho have powerto make theadvocacysuccessful
  117. 117. ADVOCACY CAMPAIGN Build Alliancework withmanystakeholders toincrease theimpact of thecampaign
  118. 118. ADVOCACY CAMPAIGN Results inChangeadvocacy mustresult in positivechanges in the livesof the peopleaffected by the
  119. 119. StrategicSeries of ActionsDesigned to PersuadeTargetedBuild AlliancesResults in Change
  120. 120. WHAT MAKES ASUCCESSFULADVOCACY?
  121. 121. Cutting theDIAMONDExerciseLeadershipCreate astrong supportsystemSCAN theHorizonSurveylandscapeLet thecreativejuices flow
  122. 122. 5 GOOD PRACTICES OF AN ADVOCATE
  123. 123. ENCOURAGEPARTICIPATION
  124. 124. ENSURELEGITIMACY
  125. 125. BEACCOUNTABLE
  126. 126. ACTPEACEFULLY
  127. 127. REPRESENT THE AFFECTED GROUP
  128. 128. • Encourage PARTICIPATION• Ensure LEGITIMACY• Be ACCOUNTABLE• Act PEACEFULLY• REPRESENT the affectedgroup
  129. 129. ROLES OF ANADVOCATE
  130. 130. ROLES OF AN ADVOCATEBargain for something
  131. 131. ROLES OF AN ADVOCATEACCOMPANY(speak with people)
  132. 132. ENABLE THE PEOPLE TO SPEAKFOR THEMSELVESEEMPOWER
  133. 133. Speak for thepeople
  134. 134. FACILITATE COMMUNICATIONBETWEEN PEOPLE
  135. 135. Demonstrate behaviorto people or policymakers
  136. 136. Build Coalitions
  137. 137. 5 STEPS OFADVOCACY
  138. 138. IdentifyResearchPlanActEvaluation
  139. 139. IDENTIFYRESEARCHPLANACTEVALUATIONIdentify the problem that needs to be addressedGather the necessary information and ensure thatthe causes and effects of the problem areunderstoodWhen advocacy has been identified as theappropriate way to address the problem,a strategyneeds to be formulatedTake action in agreement andcoordinationwith everyone involve in the campaignMonitor actions and evaluatethe results
  140. 140. APPLICATION
  141. 141. ADVOCACY CAMPAIGN ACTION PLANGoal Objectives Indicator Methods Activities TimelineAction Plan on Division Orientation-Workshop on theUse of the Revised SBM Assessment Process and Tool (APAT)
  142. 142. “Never doubt that a smallgroup of thoughtful,committed citizens canchange the world; indeed,it’s the only thing that everhas.”Margaret Mead
  143. 143. Monitoring &Evaluation (M&E)& Reporting PlanSESSION 9
  144. 144. OBJECTIVES :1. Explain the what ? Why and how of Monitoringand Evaluation ?2. Get oriented on the M&E of F-3 TrainingPackage.3. Develop a division M&E and Reporting Plan forthe Orientation-Workshop on the use of SBMAPAT.
  145. 145. ACTIVITY : 5 MINUTES1. List down your activities conducted during the conduct ofM&E of training in your division, your usual practice of doing itand how else could you do it . Follow format below :M&E Activities Your usual practice of doing it?How else could you doit?
  146. 146. ANALYSIS :Guide Questions :1. What are the common M&E activitiesconducted by your team ?2. What are the usual common practice ofdoing it ?3. How else could it be done or carriedout ?4. What insights did you gain in thisactivity ?
  147. 147. Monitoring and Evaluation is amechanism that ensures theeffectiveness and efficiency ofthe plan implementation of theprogram and project
  148. 148.  to ascertain the realization of setobjectives.Monitoring and Evaluation is thesystematic and process ofgathering, processing, analyzing, interpreting, and storing of data andinformation in support of themanagerial actions to ensure therealization of the plan’s end objectivesand its contribution to the overallprograms and goals.
  149. 149. Purpose of M&E
  150. 150. Why monitor? What to monitor?1. Provide management with informationon the status of implementation toimprove its efficiencyEfficiency of implementation Are outputs accomplished asplanned during the quarter Are funds utilized as budgeted ?2. Obtain information for implementers tomake adjustmentEfficiency / Effectiveness What are the implementation issues? Is the project supporting, preventing,controlling, reducing the attainmentof the objectives?3. Establish information on theachievement of project objectives andsustainability of outcomesEffectiveness / Relevance/Sustainability Are the project objectives attained? Does the project, control or addressthe problem? What sustainability measures wereapplied?
  151. 151. E major objectives of M & E PlanningOne of the major objectives of M & E isto determine if the implementation isgoing according to “plan”Without a plan, there is nothing tomonitor & evaluate
  152. 152.  Decision MakingDuring implementation, things may notgo “according to plan”. Every managermust make a decision ------ correct andtimely decision before things get out ofcontrolThe objective of every manager is to ensure that despitechanges in the frame conditions and changes in the plan,the outcomes can still be achieved
  153. 153. Principles of M&E
  154. 154.  needs-basedM & E should be: data driven process-based participatory in nature
  155. 155.  keep track of how the planimplementation isprogressing in terms ofM & E should :1. Implementation of activities2. Expenditure3. Resource use4. Delivery of results5. Management of risks
  156. 156. Scope.Clear coverage and/or boundary as to whatis going to be monitored and evaluated.Essential things to be covered or to beincluded in the implementation to achieve thedesired objectives.
  157. 157. M&E of FORMAL-FACE-FACE (F-3 )TRAINING
  158. 158. F3-M&E Form 3: End of the F3 Program AssessmentM&E TOOLS1. F3-M&E Form 1: WalkthroughObservation Checklist2.3.4.F3-M&E Form 2: Learning ProcessObservation and Facilitation SkillsF3-M&E Form 3: End of the F3Program AssessmentF3-M&E Form 3: End of the F3 ProgramAssessmentConsolidation Template
  159. 159. ACTIVITY :1. Develop your division M&EPlan and Reporting System
  160. 160. TEMPLATE FOR M&E PLANOBJECTIVES ACTIVITIES TIME FRAME PERSONSINVOLVEDBUDGET
  161. 161. M & E is more than an activity, more thancollecting data and more than reporting. It is purposive, deliberate andmust be systematically undertaken

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